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1.
Universities should be developing female middle-managers for reasons of gender balance (Aitkin in The Last Boilerhouse Address,
Canberra University 2001), the skills shortage, pending mass retirements (Chesterman in Not doable jobs?’ Exploring senior women’s attitudes to leadership
roles in universities. Women’s Higher Education Network Conference, Bolton, 2004) and sustainable, post-bureaucratic organizations (Kira and Forslin in J Organ Change Manage 21(1): 76–91, 2008). Investigating the learning and development of women managers is timely. Research assumes that women in academe have the
qualifications, experience and skills for management. Is this the case? The paper provides the first national demographic
and development profile of women middle-managers in academic and the research-neglected administrative streams in Australian
universities, with a sample of 342 women (46% response rate). Age is a particularly notable demographic with the majority
of academics within 5–10 years of retirement. Nearly 60% of academics experienced few current development opportunities and
their discipline-based qualifications did not prepare them for management. However, a greater number of administrative managers
received relevant preparatory training. Once in their current management roles women experienced markedly fewer development
opportunities. If higher education institutions are learning organizations, continuous learning should be evident (Watkins
in Adv Dev Hum Res 7(3): 414, 2005). Our research shows this is far from the case. 相似文献
2.
Globalisation has meant an increased demand from students, employers, and academics for indicators of the international academic
standing of universities. In this paper we examine the broad methodological issues involved in measuring international academic
standing and apply our conclusions to data for 38 Australian universities.
Determinants of the international academic standing of universities are grouped into six broad categories: standing of academic
staff, quality of undergraduate intake, quality of undergraduate programs, quality of graduate programs, resources, and peer
opinion. The relative importance of each of these attributes is ascertained though a worldwide survey of university presidents,
rectors and vice-chancellors plus Australian deans, thus reducing the need for subjective weighting by the researchers. The
empirical findings are used to weight quantitative performance data for Australian universities and the results compared with
two other recent worldwide rankings of universities. 相似文献
3.
Nessy Allen 《Higher Education》1988,17(3):267-280
This paper describes formal procedures for the promotion of academics in Australian universities within the general context of economic constraints and increasing pressures on promotion to higher categories. Government statistics show that, over the last decade, tertiary education in Australia has become more expensive to maintain. In the universities the major reason for this has been the rising cost of the academic staff establishment, a trend which has come under increasing public scrutiny. Financial restrictions have resulted in a lack of recruitment and a consequent lack of staff mobility. With annual progression within the staff categories, there is now a concentration of academics at the top of the respective salary scales and the problem is compounded by a naturally rising age factor. Promotion opportunities and a system of tenure have led to a situation in which more than half of academic staff are in the senior categories. Recent studies show that academics themselves are becoming more concerned about promotion issues.A comparison is made of formal promotion procedures before the passing of recent federal legislation on equal opportunity in employment. Although there are differences in detail, procedures for promotion to senior lecturer and reader/associate professor reveal a very high level of consensus on what constitutes rewardable academic performance. Nevertheless, promotion opportunities for academic staff are of necessity becoming more restricted, a trend which has far-reaching implications for the Australian university system. 相似文献
4.
The motivations, values and future plans of Australian academics 总被引：1，自引：0，他引：1
The Australian academic profession is more differentiated than is acknowledged in national and institutional policies and academic roles are more diverse than many academics themselves may recognise. However, the evolution of the nature and purposes of the profession and its implicit diversification have been incremental and largely unplanned. A consequence of this piecemeal approach is the attitudes and pressures on academic staff uncovered by this study, including a widespread intent to leave the Australian higher education sector for other work, or work in overseas universities. The study is based on a large-scale survey of over 5,500 academics across 19 Australian universities, and explores the attitudes, motivators and career plans of the present academic workforce in Australia. 相似文献
5.
6.
《Higher Education Policy》2001,14(4):325-342
Similarities and differences are explored between academic staff in four different types of Australian universities. Despite an overall high degree of homogeneity amongst academics, those in pre-1987 universities, especially Go8 universities, are better qualified, have appreciably better publication records, spend more time on research and writing, and show more interest in research than academics in post-1987 universities. Pre-1987 universities are more likely than others to have academic organisational units headed by professors and associate professors. Academics in pre-1987 universities have distinctively different views with regard to research funding and the place of research, as well as about academic standards and recent expansion in student enrolments. While post-1987 universities have pockets of research strength, these are small and relatively small proportions of academics produce the bulk of research output. The views of academics generally coincide with those of their institutions on key differentiation issues. 相似文献
7.
The internationalisation of higher education in Australia over the past two decades has brought about dramatic changes in Australian universities. Growing numbers of international students have enrolled in Australian universities and the number of students studying offshore has also increased dramatically. While considerable material has been published on the ramifications of the increased numbers of onshore international students studying at Australian universities, there is relatively little published research on the specific challenges facing academics participating in offshore programs. The aim of this project was to examine the current pre-departure cross-cultural training taking place in the business faculties of three Australian universities in order to gain a better understanding of the adequacy of the support given to Australian academics teaching offshore. Twenty staff involved in offshore education were interviewed as part of this project, including academics with considerable offshore teaching experience, senior academic managers and cross-cultural trainers. While these institutions engage in little formal preparation for offshore teaching, a great deal of informal mentoring and briefing is taking place. We consider the implications of the new quality assurance framework for Australian universities, which requires that institutions be able to demonstrate the ways in which they ensure the quality of teaching and learning. Under this new system, universities are bound by the Australian Vice Chancellors' Committee's guidelines for the provision of education to international students. It appears that Australian universities will need to establish more formal mechanisms to ensure that offshore staff are adequately prepared for offshore teaching posts. 相似文献
8.
Academic Standards,Internationalisation, and the Discursive Construction of "The International Student" 总被引：2，自引：1，他引：2
Anita Devos 《高等教育研究与发展》2003,22(2):155-166
The release in early 2001 of a study of Australian social science academics perceptions of the impact of commercialisation on academic freedom (Kayrooz, Kinnear & Preston, 2001) led to sustained public debate over the issue of academic standards and the internationalisation of higher education in Australia. This debate gave expression to growing disaffection amongst Australian academics with the pressures for increased com mercialisation and entrepreneurialism in their work. In this paper I use the tools provided through the work of Michel Foucault to critically examine the terms of the debate as it was conducted in the public arena. The purpose of this analysis is to explore the ways in which international students were represented in the discourses of academic standards, and the conflation of the alleged decline in academic standards with the internationalisation of higher education, and in particular, with the presence of international students on Australian campuses. 相似文献
9.
《Journal of Further & Higher Education》2012,36(3):379-393
Performance Indicators (PIs) are playing an increasingly important role in many western governments' approach to the management of higher education (HE) institutions, and this includes Australia. However, the introduction of PIs by these governments in the HE sector has been far from smooth. The literature on the limitations of PIs, particularly in research and teaching, are plentiful. This paper argues that an effective way to improve the application of PIs is to obtain input from university academics. It starts with a survey of the attitudes of Australian academics from four representative universities towards the application of PIs in their institutions. Although this was found to be generally negative, the academics did point out some strengths in the current PI system. Reasons for their dissatisfaction with the indicators were also covered, such as the inability of the current indicators to capture the dimensions of academic work, and privileging research over teaching. Furthermore, the academics provided numerous suggestions for improving the application of PIs in HE. 相似文献
10.
A manifestation of globalisation as an economic imperative has occurred at the national level in Australia.This manifestation is in the form of political policies, administrative practices and funding distribution ostensibly aimed at creating a more competitive national economy.Philosophy of Education, as a practice and product of some employees in the higher education industry in Australia, is being influenced by this manifestation of globalisation.Reflection on ways in which established concepts are being reshaped to suit the agenda of globalising political policies may assist those engaged in philosophising about education to enhance their practice in ways they desire.It is argued here that such reflection should lead many academics in Australian universities to the conclusion that they should not undertake research and that research should not be part of the job specification for most academics employed in Australian universities.
The argument in this paper is based on a set of epistemological assumptions about the nature of academic practices or traditions (cf.Toulmin, 1972).Philosophy of Education is one such academic tradition or practice.A university may be conceived of as a community of academics engaged in a range of traditions or practices.A university may also be conceived of as a quasi-governmental administrative entity employing workers to value-add to customers intending to maximise personal economic rewards from future engagement in a more competitive national economy. 相似文献
The argument in this paper is based on a set of epistemological assumptions about the nature of academic practices or traditions (cf.Toulmin, 1972).Philosophy of Education is one such academic tradition or practice.A university may be conceived of as a community of academics engaged in a range of traditions or practices.A university may also be conceived of as a quasi-governmental administrative entity employing workers to value-add to customers intending to maximise personal economic rewards from future engagement in a more competitive national economy. 相似文献
11.
AbstractEffective communication of science is a ubiquitous learning outcome for most science degrees, and a national threshold learning outcome for science in Australia. Evidence suggests that employers and academics are dissatisfied with the communication skills of many science graduates. Our study examines communication tasks used in summative assessment in bachelor of science (BSc) degrees. We compiled public information for all units of study from the BSc programmes at five research-intensive Australian universities. Our analysis suggests that science academics place high value on developing the ability of students to communicate, with 66% of all science units (n?=?1225) using one or more communication tasks as assessment (mean weighting 44%). However, opportunities for students to communicate in a variety of contexts are lacking. We found that communication tasks from eight majors (n?=?683) across the five universities addressed a very narrow range of contexts; an audience of scientists (including students) in the same discipline (97%), in the mode of traditional writing (79%) and for the purpose of interpreting and presenting results (66%). As such, assessment practice does not match the variety of contexts required by the Australian threshold learning outcomes or guiding statements in other countries. We identify opportunities and offer practical recommendations to help correct this mismatch. 相似文献
12.
Ray Over 《Higher Education》1993,26(3):313-329
Academics in Australian universities who were lecturers in 1978 and senior lectures by 1988, or senior lecturers in 1978 and readers/associate professors by 1988, are compared with academics who had remained at the same level of appointment over this period. Career advancement was associated not only with demographic variables, but with work habits, and level of performance in research-related academic roles. These measures were themselves intercorrelated. The variables that most distinguished the academics in the sample who had been promoted from those who had not included rate of publication in refereed journals, level of citation, research grants applied for and obtained, and the number of PhD students under a person's supervision. Likelihood of promotion was correlated negatively with self-reported commitment to teaching. This demonstration that career advancement is associated primarily with an academic's record of achievement in research is consistent with claims in the literature about the incentive and reward system operating within Australian universities. 相似文献
13.
In October 2008, the Australian Learning and Teaching Council released the final report for the commissioned project ‘ePortfolio use by university students in Australia: Informing excellence in policy and practice’. The Australian ePortfolio Project represented the first attempt to examine the breadth and depth of ePortfolio practice in the Australian higher education sector. The research activities included: surveys of stakeholder groups in learning and teaching, academic management and human resource management, with respondents representing all Australian universities; a series of focus groups and semi‐structured interviews that sought to explore key issues in greater depth; and surveys designed to capture students’ pre‐course expectations and their post‐course experiences of ePortfolio learning. Further qualitative data was collected through interviews with ‘mature users’ of ePortfolios. Project findings revealed that, while there was a high level of interest in the use of ePortfolios in terms of the potential to help students become reflective learners who were conscious of their personal and professional strengths and weaknesses, the state of play in Australian universities was very fragmented. The project investigation identified four individual, yet interrelated, contexts where strategies may be employed to support and foster effective ePortfolio practice in higher education: government policy; technical standards; academic policy; and learning and teaching. Four scenarios for the future were also presented with the goal of stimulating discussion about opportunities for stakeholder engagement. It is argued that the effective use of ePortfolios requires open dialogue and collaboration between the different stakeholders across this range of contexts. 相似文献
14.
Academics of Aboriginal and/or Torres Strait Islander descent are few in number but play a vital role in Australian university teaching. In addition to teaching both Indigenous and non-Indigenous students, they interact with academic colleagues in a context where pressures to “Indigenize” Australian curricula and increase Indigenous enrolments are growing. In this article, we will draw on our nation-wide research with Indigenous academics to further explore this under-researched area of Australian university teaching, and the highs and lows of how Indigenous teachers experience their roles. Our findings reveal that for our Indigenous colleagues, sources of personal and professional satisfaction – as well as stress – appear qualitatively different from those commonly associated with academic work. Of particular concern are the findings in relation to issues of cultural difference on our campuses, played out in the ways Indigenous and non-Indigenous staff and students interact daily. Counterbalancing this potential negativity is the strong, indeed inspiring, commitment on the part of our Indigenous academic participants to the educational futures of their students, and thus, to the futures of Indigenous communities across Australia. The findings raise some thought-provoking questions for individuals and institutions in the higher education systems of our region, and perhaps beyond. 相似文献
15.
The ways in which universities and individual academics attempt to deter and respond to student plagiarism may be based on untested assumptions about particular or primary reasons for this behaviour. Using a series of group interviews, this qualitative study gathered the views of 56 Australian university students on the possible reasons for plagiarism within their institution. The results indicate a wide and disparate range of possible contributing reasons for plagiarism, including: institutional admission criteria; student understanding of plagiarism; poor academic skills; a range of teaching and learning factors; personality factors; and external pressures. These findings are compared with other findings about reasons for student plagiarism in Australasia. The implications of these findings are considered for universities and individual academics seeking to better engage with their students to minimize or marginalize plagiarism. 相似文献
16.
Rural and Aboriginal and Torres Strait Islander (Indigenous) health content in undergraduate health science curricula in Western Australia has been limited. In 2008, a three-and-a-half-day, rurally-based, intercultural and inter-disciplinary programme for academics from three universities aimed to improve how academics prepared health science students for work in this area. Situated learning theory underpinned the programme's design, which prioritised context and participation in the construction of knowledge: academics lived ‘on country’ and participated in the lived experience of a rural and Indigenous community. Semi-structured phone interviews with 21 academics four months later indicated this approach had radically changed thinking and led to a desire to improve rural and Indigenous health and teaching practice. Targeting academics to learn about rural and Indigenous health in situ is one promising strategy for improving undergraduate health science education in this priority area. 相似文献
17.
18.
Lee Dunn 《高等教育研究与发展》2006,25(4):357-369
Australia is now the third largest provider of education to overseas students. Between 1994 and 2000 the number of overseas students taught by Australian universities increased by 150% to 107,622. It is estimated that 41% of the recent growth in international education has been in offshore enrolments, with each of Australia’s 38 universities now providing offshore education. This paper reviews recent Australian literature on transnational teaching and presents an overview of a study with academics who teach transnationally and who are drawn from nine Australian universities. The study covers the professional development and teaching experiences of these academics and their perceptions of the induction/orientation and ongoing professional development needed to support the delivery of quality trans‐cultural education offshore. 相似文献
19.
While most studies on diverse organizations have been directed at business organizations, the academic sector has also become increasingly international and heterogeneous. Few large-scale studies have investigated multicultural academic departments and none of those have dealt with diversity and group processes. Therefore, a survey was directed towards academics in 16 science departments in three large universities in Denmark. Results based on the response from 489 academics showed that cultural diversity, as a deep level heterogeneity, was positively related to performance and satisfaction, whereas gender diversity, as a surface level heterogeneity, was negatively associated with satisfaction. Implications of these findings are discussed in detail. 相似文献
20.
徐晓红 《宁波大学学报(教育科学版)》2016,(2):68-072
21世纪以来澳大利亚各大学学生人数急剧增加,来源、资质多样化,而与之并行的作为学术职业的大学教师却存在教师老龄化趋势,大量聘任兼职教师和新教师等问题,这给澳大利亚大学教师发展带来挑战。各大学相继设立教师发展制度促进教师发展,其中高等教育教育教学资格证书项目具有显著的特色和效果,该项目自20世纪80年代在澳大利亚各大学相继设立起来,在实施过程中通过明确发展教学学术的目标以及各大学联合实施项目的方式,对澳大利亚大学教师发展特别是教学学术的发展起到一定的促进作用。澳大利亚高等教育教学资格证书项目对我国建立有效的大学教师发展制度具有一定的启示作用。 相似文献